Identifying Terms and Planning Vocabulary Instruction with Content-Area Informational Texts
Type of Presentation
Workshop
Conference Strand
Critical Literacy
Target Audience
K-12
Location
Session 1
Relevance
This presentation focuses on identifying and planning effective vocabulary instruction when using informational texts in content-area lessons in an effort to improve comprehension of complex concepts.
Abstract
Content area lessons typically include the expectation for students to read and comprehend informational texts. As teachers select texts for content area lessons, identifying terms within the texts that require explicit vocabulary instruction is one aspect of planning an effective lesson. With regards to identifying terms for instruction from informational texts, teachers must classify terms as tier 2 or tier 3 vocabulary and know appropriate instructional strategies for teaching content-specific terminology. Deconstructing the terminology of the learning standard(s) and providing engaging vocabulary instruction to increase understanding of new terms in relation to existing terms and knowledge can aid in the comprehension of complex informational texts used in content area lessons. This session will focus on identifying words in informational texts, classifying those terms as tier 2 or tier 3, and creating activities to analyze the associations of new terms with existing and new content knowledge.
Presentation Description
This presentation will include background knowledge for effective vocabulary instruction in content-area lessons. Participants will work to identify tier 2 and tier 3 words from sample informational texts. Lastly, instructional approaches for effective vocabulary instruction requiring analysis of terminology associations will be presented and participants will be asked to apply these instructional ideas to their earlier identified terms.
Keywords
Content-area literacy, informational texts, effective vocabulary instruction
Publication Type and Release Option
Event
Recommended Citation
Sigmon, Miranda L., "Identifying Terms and Planning Vocabulary Instruction with Content-Area Informational Texts" (2022). Georgia International Conference on Information Literacy. 1.
https://digitalcommons.georgiasouthern.edu/gaintlit/2022/2022/1
Identifying Terms and Planning Vocabulary Instruction with Content-Area Informational Texts
Session 1
Content area lessons typically include the expectation for students to read and comprehend informational texts. As teachers select texts for content area lessons, identifying terms within the texts that require explicit vocabulary instruction is one aspect of planning an effective lesson. With regards to identifying terms for instruction from informational texts, teachers must classify terms as tier 2 or tier 3 vocabulary and know appropriate instructional strategies for teaching content-specific terminology. Deconstructing the terminology of the learning standard(s) and providing engaging vocabulary instruction to increase understanding of new terms in relation to existing terms and knowledge can aid in the comprehension of complex informational texts used in content area lessons. This session will focus on identifying words in informational texts, classifying those terms as tier 2 or tier 3, and creating activities to analyze the associations of new terms with existing and new content knowledge.
